The name is absent

The importance of context

Important developmental contexts

Because of the influences of different contexts and the interactions between them, we
include in this section evidence on the importance of three particularly important
contexts for development:

i. neighbourhoods;

ii. schools;

iii. pre-schools.

One characteristic of context is the characteristics of other children. Peers are an
integral part of contexts such as the neighbourhood and schools and we recognise
their importance. However, for simplicity we present information on the importance
of peers within the two topics of neighbourhood and schools rather than as a separate
context.

For each context, as we did for each proximal process, we consider the theory and
evidence for:

i. its importance as an influence on children’s development;

ii. an influence of parental education on the context.

3.2. Neighbourhoods

3.2.1 The effects of neighbourhoods on child development

Theoretical models and evidence for understanding the ways in which
neighbourhoods exert their influence on children and adolescents focus on two central
mechanisms: local infrastructure (including physical infrastructure, institutional
resources and networks) and collective socialisation. For contextualisation, these are
reviewed briefly below and then discussed together with reference to multiple and
compounding risks. We then present some of the empirical evidence looking at the
effects of neighbourhoods on child development.

Local infrastructure

The institutional model suggests that neighbourhood effects operate through the
quality of resources in the local area. Libraries, family resource centres, literacy
programmes and museums in the community are likely to foster children’s school
readiness and achievement. The availability of social and recreational activities,
including the presence of parks, sports, art and theatre programmes, is likely to
promote their physical and social development. Brooks-Gunn et al. (Brooks-Gunn et
al., 1993, 1996; see also Crane, 1991) report that low SES neighbourhoods generally
provide fewer and lower quality resources than more affluent neighbourhoods. Thus
poorer children may fare badly in part because of their neighbourhood communities,
not simply because of their family’s economic situations. Similarly, Neuman &
Celano (2001) found that low income communities provide children with fewer

40

<<   44   45   46   47   48   49   50   >>

More intriguing information